Pilot Synchronous Course
December 19, 2002

This course design was prepared by a study group composed of Ellen
Blackmun, Josephine Deguara, and Kimberly Staten, for OMDE 631, Synchronous
Technologies. As with other group collaborative projects, this specific
one was very challenging, if for no other reason than the subject
matter was particularly foreign. However, that is the true value
of group collaboration -- when learners together create meaning where
previously there was little common understanding.

Content

This is an introductory course presented in a synchronous format. The
course topics are covered in 5 sessions (2 hours each), including two
lab sessions and a required exit exam at end of course. In this course,
students will learn essential techniques for using a presentation program
to create effective presentations. All participating students must have
basic computer skills and be familiar with the Windows operating system.
Initially, students are presented with a quick introduction to the Windows
operating system. Upon completion of this course, students will have
learned how to use basic features in a presentation program to create
stimulating and effective presentations.

The following table is a breakdown of the weekly activities for the
course.

Session

Topic

Textbook Reference

1.

Introduction to Course

-----

Getting Started with Presentation Program

Module A

2.

Creating Presentation Module

Module B

Lab Session

Modules A-B

3.

Modifying a Presentation Module

Module C

Enhancing Presentation Module

Module D

4

Lab Session, Review

Modules C-D

5

Exam

User Groups

This course is intended for faculty members at Nevada College who would
like to integrate multimedia presentations into the classroom. Since
the course is presented in a synchronous format, it is limited to 10
students per session (Hakes, 1995). If enrollment exceeds 10 students,
a new course will be created with a minimum of 5 students. For convenience,
faculty may connect to the synchronous system from the College Computer
Lab, their office computers or from home.

Pedagogical Objectives

Technology often becomes the primary focus in the online environment.
In this course, the emphasis will be on the pedagogy to develop and deliver
effective online courses, relying on technology as a tool to support
online instruction (Hakes, 1995). The following are pedagogical objectives
to be considered in developing the course.

Develop and apply good practices in online courses

Identify suitable learning activities to encourage collaboration

Develop course requirements, objectives and outcomes

Determine content and sequence of activities

Provide course material and access to resources

Identify problems encountered in managing the online environment

Technical
and Technology Platform

The course will be provided as a real-time interactive learning experience
using a synchronous, instructor-led virtual classroom and collaborative
environment delivered via the World Wide Web. The College will contract
with a third-party provider for the synchronous classroom system housed
on its servers, customized to the College’s specifications. The
system selected will provide live text and two-way audio, surveying and
feedback, application demonstration and sharing of the presentation program,
white boarding, synchronized Web browsing, a student “raise your
hand” feature, breakout rooms for lab sessions, and session recording
for playback. The course instructor will have control of all these
tools and can assign students to breakout rooms or to take control
of the classroom
(Centra Web site, LearnLinc-Mentergy Web site, HorizonLive Web site).

Instructor and participants must have a Pentium class processor, Web
browser, sound card and speakers, microphone, and Internet connection.
Depending on the vendor selected, they may need to download and install
Java.

Interaction and Collaborative Techniques

Interaction during the session will take place primarily via the audio
capabilities, with text as a last resort if audio isn’t working
properly. The instructor will verbally explain the presentation program
demonstrations and students will be able to ask questions by utilizing
the “raise your hand” feature. Voting and polling will
be utilized to gather feedback from participants. The instructor can
encourage
individual participation by turning control of the classroom tools
over to the participants at various points in the online sessions.

Collaboration will take place in small group breakout lab sessions,
where groups of about 3 will utilize white boarding to plan the small
group
project and application sharing to complete the project using the
presentation application. Each individual will work on one page
of the presentation,
while the others will critique and suggest improvements (Driscoll,
1998). At the end of the course, each of the breakout groups will
present their
sample presentation to the rest of the class.

Staff Requirements and Roles

Specific staff will be required for the development, delivery, and
evaluation phases of this course. In the development phase, a subject
matter expert
will work with a course designer to develop the course modules
and identify relevant Web sites with sample presentation applications.
The course
designer, subject matter expert, and course instructor must have
expert knowledge of the presentation application being taught.

Before actual course delivery, the instructor must be trained in
the navigation features, controls and tools of the synchronous
classroom. During delivery, instructor and student technical
support must be
available
from the vendor or the College, depending on the specifics of
the contract.

All these staff members will also participate in the evaluation
of the course, discussed below.

Evaluation Methodology

“Formative evaluation is conducted in order to improve instructional
programs through revision” (Hakes, 1995 p. 141) while summative
evaluation will help in the design of future courses. In addition to
evaluating instructors, participants’ attitudes, online design
and instructional processes, the technology and tools used to facilitate
this course will be evaluated to identify any possible barriers to a
successful learning experience (Barclay, 2001, Hakes, 1995).

The evaluation methodology will rely on self-evaluation, interviews,
observation, and, to the greatest extent possible, on the tools embedded
in the medium itself. The specific evaluation methodology will include:

3. At end of course (Summative)
•
Presentation and test at end of course to determine students’ achievement
•
Possibly further observation at learners’ place of work since learners
are all at Nevada College (Hakes, 1995).

In this case, interviews can also be held with participants for more
qualitative feedback regarding course effectiveness and applicability,
learners’ satisfaction and overall system impact (Hakes, 1995).

Results from such evaluation methods will help determine whether instructors
need extra coaching and training in presentation methods and more familiarity
with technology while delivering instruction in order to develop a “human
connection.” Results will also reveal whether learners need extra
orientation sessions. For successful teaching and learning in the online
environment, technology must be “transparent” (Barclay, 2001;
Hillman, Willis and Gunawardena, 1994).

Implementation Plan

A number of strategies will be implemented to make up for certain disadvantages
and barriers associated with this online environment. Such barriers include
lack of visual cues, a sense of anonymity, limited class time that limits
interaction time when compared to face-to-face or asynchronous methods,
teacher cannot gauge understanding from students’ facial expressions,
students’ apprehension to interact in a synchronous session, the
necessity for students to attend classes at specific times (Barclay,
2001; Frank, Kurtz and Levin, 2002).

These implementation strategies include:

•
Ensuring that instructor has had enough training to conduct this course
•
Distributing certain materials beforehand
•
Conducting several trial-runs, possibly using students or other staff
as participants
•
Ensuring all equipment is working to perfection
•
Ensuring that Internet links work
•
Asking students to log in ten minutes ahead of time to interact informally
•
Ensuring participants, instructor, and course are properly introduced
•
Providing an agenda to aid in pacing, but which is flexible and adaptable
•
Asking questions frequently to ensure interaction
•
Addressing students by name to hold their attention
•
Using available tools to engage students
•
Providing technical assistance
•
Possibly working with a teaching assistant
•
Recording the session